Full time Master of Philosophy (MPhil)
Part time Master in Education (MEd)
The Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The route is taught by a specialist team within mathematics education.
The route aims to develop students’ understanding of a number of important themes and issues in the field of mathematics education. Students are supported not only to interpret and critically engage with key ideas and debates in mathematics education research but also to undertake an appropriate research project within their own national or professional contexts.
Sessions are organised in ways that draw explicitly on selected international research literature and on students' own experiences. Each year the route examines several of the topics below:
- assessment in mathematics education
- educational technologies in the teaching and learning of mathematics
- gender issues in mathematics education
- issues in teaching and learning of fundamental mathematical activities such as problem solving and proving
- issues in teaching and learning of several mainstream curricular topics such as elementary arithmatic, algebra, and geometry
- learning theories in mathematics education
- mathematical knowledge for/in teaching
"I have developed my understanding of mathematics education research during the year. I have learned to think more critically, rigorously and paying attention in details during the research process. Also, the writing of the essays and the thesis gave me the autonomy to engage further with topics of my interest, having at the same time guidance and support from the supervisors."
Eleni Demosthenous - Past MPhil student current PhD student
The part-time (MEd) students are drawn primarily from within the UK while the full-time (MPhil) students are typically drawn from around the world. The student cohort represents a variety of mathematics education traditions and perspectives, and this is a particular strength of the route and something from which all participants benefit. Upon completion of the route, students follow different career paths: some pursue doctoral studies (PhD or EdD) in mathematics education preparing themselves for a research or academic career, others (continue to) teach mathematics in schools having developed a (more) research-informed practice, while others assume mathematics education leadership positions at local or national level. You can visit research student profiles and their testimonials about the course.
Students conducting their research projects
Many overseas students return to their country of origin to carry out their research project, while UK-based students typically conduct their research project in their local setting (e.g., the school where they teach). Normally data collection will take place during April and May after the end of the taught elements, but students are advised to plan their data collection so that sufficient time is left for them to analyse their data and write up their theses.
Each student will be assigned a supervisor who will support and advise the student in preparing the thesis (and, if applicable, the other assignments) for the course. The Faculty does not have the funds to support travel and other expenses of your work but you may be able to apply to your college for some support.
All the students on the route are required to attend a generic research methods strand, taught across thematic routes. Methods sessions are essential for a research-based Masters degree and constitute about one-third of the whole programme. Through this strand students will develop their understanding of different research strategies, foster skills in appraising and synthesising published research studies and acquire the understanding and skills necessary for designing, conducting, analysing, interpreting and reporting a small-scale research study for thesis presentation.
The research strand covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally. It offers opportunities and encouragement to apply the knowledge gained to your thematic area, and vice versa. Details of the MPhil and MEd Research Methods courses are provided in separate handbooks.
Perspectives on Education (MPhil only)
In addition to the mathematics education sessions and the research methods course, the majority of full-time (MPhil) students will also undertake a 'Perspectives on Education' strand that will comprise one-third of their total teaching and introduce them to a range of issues in education. The strand, which comprises both compulsory and elective elements, will locate students' thematic content within an international perspective and facilitate their awareness as to how, for example, culture, when viewed broadly, determines the nature of knowledge, curricula, assessment and significantly, the forms and functions of education itself. As with the research methods strand, it is expected that the Perspectives on Education strand will influence students' decisions with respect to how they undertake their research.
Application process, fees, and entry requirements
All applicants (except PGCEM students) will be required to complete the following written task and upload it along with their other application documents. Full details of the application process, fees, and entry requirements are available at Masters Application Procedure.